External business environment for Vodafone Essay

External business environment for Vodafone - Essay Example Moreover, the government has established the authorities which facilitate the mobile operators and network in UK. Vodafone has developed very good relationships with the government authorities and company also promotes the aim of such governmental bodies. For example, in order to provide advice on the security of communications and electronic data, UK government has established CESG which is a Government’s National Technical Authority for information assurance (Vodafone-central). Moreover, Government has established awards and quality marks to improve the quality of mobile operators. These rewards are independent from the regulations imposed by the Government. For example, Vodafone has recently won the award of quality mark for remote worker security solution (Vodafone-central). Economic The trends in GDP growth rate shows that GDP of UK has declined significantly in 2005. Although GDP growth rate improved in 2007 however, because of the financial crisis, GDP growth rate again declined in 2008. As the recession took on toll on telecommunication sector, Vodafone faced significant challenges and company reported total 500 layoffs throughout the UK to reduce the costs because of challenging economic conditions (The FT Times). Figure: Economic Growth of GDP Source: Chamberlin, 2008 Social Mobile penetration in UK is above than European average and the mobile subscriptions are increasing because of the increasing penetration of consumers in business-oriented devices such as BlackBerry, iPhone etc. Therefore, the mobile phone operators are facing strong competition and concentrating on bundled offers, mobile searching and line service promotions (Budde, 2011). Vodafone also recognises the changing social patterns of consumers; therefore, company is competing by offering the products that may meet the social needs of consumers. Vodafone has recently launched Betavine Social Exchange which is a site to provide mobile solutions in development and for social impac t (Verclas, 2009). Technological UK telecommunication industry is characterised by many recent technological developments such as advanced data services, regulatory controls on the charges of the mobile operators and bundling of mobile services (Budde, 2011). To remain competitive in the market, Vodafone is significantly investing in research and development both in individual activities and in collaboration projects. For example, Vodafone is collaborating with IBM to develop mobile private social network called BuddyCom. The current research of Vodafone is relevant to next generation of mobile technologies, new GSM based services, consumable software for mobile phones and electronic news media (Vodafone). Legal All telecom operators and providers in the UK are being regulated by two main laws including Landlord and Tenant Act 1954 and the Telecommunications Act 1984 (Telemaster). Being one of the largest mobile operators, Vodafone is very considerate about legal framework. The lega l framework provides Vodafone to fairly compete in the market, however, company is also facing significant challenges. For example, the communication regulators in the UK have recently allowed the mobile operators to trade spectrum and the merged T-Mobile and Orange UK is expected to be the first operator to trade its spectrum. Actually the regulators have restricted the operators by specifying the operators to bid for the particular ranges of spectrum (Bradshaw, 2011). Environmental All mobile operators are

Authentic materials as supplementary materials

Authentic materials as supplementary materials Plagiarism is a practice that involves the using of another persons intellectual output and presenting it as ones own. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the students file. Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed: ___________ ____________ Dated: / / How to submit Your assignment Students are required to submit their assignment to their lecturer. This should be done in class, but can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer before the due date. How to Collect Your Marked Assignment Your work should be collected from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan ) More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website: http://www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspx TABLE OF CONTENTS CHAPTER I Introduction Research questions CHAPTER II: LITERATURE REVIEW Text book 2.1.1 Textbook Description 2.1.2 Textbook Evaluation 2.2 Authentic materials for ESP course book 2.2.4. The role of reading materials 2.2.1. Definition of authentic materials 2.2.2. The role of authentic materials 2.2.3. Advantages of authentic materials 2.2.5. The criteria of selecting reading authentic materials 2.3. Applying authentic materials in extensive reading program 2.3.1. Applying authentic materials in extensive reading program 2.3.2. Post-reading activities 2.4. Motivations 2.4.1. Definition of motivation 2.4.2. Factors effecting motivation CHAPTER III: METHODOLOGY 3.1 Kind of research 3.2 Participants 3.2.1 The researcher 3.2.2 Selection of the subject 3.3 Data collection instruments CHAPTER IV: RESULD AND DISCUSSION OF THE DATA 4.1 Comparison of experimental and control groups reading proficiency after the experiment 4.2 Comparison of economics reading proficiency in the pre-test and post- test 4.3 Comparison of economic reading proficiency between two classes 4.4 Subjects preference of the post reading activities 4.5 Attitude to the post reading activities 4.6 Discussion and implication CHAPTER V: CONCLUSION REFERENCES APPENDICES Appendix 1: The Pre-Test and Post-Test Appendix 2: Answer to the pre-test and post-test Appendix 3: The post program questionnaires Appendix 4: Result of the pretest and posttest ABSTRACT This research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the assumption that authentic materials could enhance motivation of economic students in reading proficiency. Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The target class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading texts selected from different sources and were chosen by the researcher at the faculty of English and ensured of reliability. The same topics, similar types of exercise and teaching methods were designed by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target grou p with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced. The results of the research state that the role played by authentic materials in language classes, particularly in English for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be used for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for English classes in general and third- year ESP classes in particular at economics faculty at LTV University. CHAPTER 1 INTRODUCTION 1. Introduction In Viet Nam, English for Specific Purpose (ESP) has long been considered as an important subject because of its practicality-related demand. To meet the demand of the real economic-social life, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different discipline areas such as Economics, Construction Engineering, Industrial Engineering, Foreign language and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much attention has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in language learning. Materials not only provide learners a wide range of useful and fascinating information but they also can play a part in enhancing learners motivation- one of the ess ential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St John, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and needs is an obstacle for many teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to boost the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the world of authentic language, while they can bring the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) ) The aim of this research is to investigate the role of authentic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more specific, students of economics at LTV University. To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials and To give recommendations on how to use authentic reading materials efficiently. To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate. The specific objectives of this research are as follows: to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students attitude to the use of authentic materials as a means to enhance motivation of students in post reading activities. This research is organized in 5 chapters, with a list of references and appendices. Chapter one: Introduction and research questions Chapter two: Literature review Chapter three: Methodology Chapter four: Findings and discussions Chapter five: Conclusion Research question Question 1: To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials). Question 2: To test the assumption of the role of authentic materials in enhancing students motivation in reading activities. CHAPTER 2 LITERATURE REVIEW English Reading Textbook 2.1.1 Textbook Description At LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S. The course book consists of twelve units which can be completed in thirty two weeks with three periods of forty-five minutes per week in eight 4 per week 45 minutes class period each. The total time of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is intended for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business communication skills: 1 Getting for information and note taking. 2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations. 3- Scanning and skimming, learning and increasing business vocabulary. Students are required to read book able to participate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term. 2.1.2 Textbook Evaluation Mentioning the issue of evaluating the textbooks Nunan (1988) provides his reader with valuable data resulting from evaluation, which may assist them in deciding whether a course needs to be modified or altered in someway; therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following. Guideline one: Course books should correspond to learners needs. They should match the aims and objectives of the language learning program. Guideline two: Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Guideline three: Course books should take account of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method Guideline four: Course book should have a clear role as a support for learning. Like teachers, textbooks mediate between the target language and the learners. Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986: 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and communication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study. In sum, the textbook is essential for teachers, business men and business students to cater for their needs. With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is easy for them to acquaint themselves with English economic terms and vocabularies related to economics). However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and weakness of a currently used textbook. 2.2. Authentic materials for ESP course book 2.2.1. The role of reading materials To all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do everyday, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (1998:2) states that Reading without reading comprehension is meaningless. Alderson (2000) defines reading as à ¢Ã¢â€š ¬Ã‚ ¦an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000: 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985: 139) defines materials as any systematic description of the techniques and exercises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St Jo hn (1998:171) show some reasons why materials are used: (i) as a sort of language: (ii) as a learning sport: (iii) for motivation: (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires. 2.2.2. Definition of authentic materials Wallace (1992: 145) defines authentic text as à ¢Ã¢â€š ¬Ã‚ ¦real-life text, not written for pedagogic purposes. (p.145), it is used for native speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photographs, videos selection, and other teaching recourse that were not specially prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions: Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication. 2.2.3. Advantages of authentic materials There are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand. Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get closer to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996:172). When students are highly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002) Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials: that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help bring the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing. Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002) Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter. 2.2.5. The criteria of selecting reading authentic materials Three main criteria for selecting text suggested by Nuttal (1996:170) are useful in application of selecting authentic reading materials. Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts should be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students; the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the conceptual level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel mor e confident more secure when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be applicable to the students knowledge of their foreign culture or to their functional needs. Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in order to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990: 67) as follows: It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as; internet, television, magazines, newspapers, literature and mammal but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selec ting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is: the students feel that they are interacting with quality materials because there is à ¢Ã¢â€š ¬Ã‚ ¦an essential interaction between language and thoughtà ¢Ã¢â€š ¬Ã‚ ¦ Goodman (1988: 12) Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984:192) gives an interesting explanation of what an authentic material really is: It is not that a text is understood because it is authentic but that it is authentic because it is understood. à ¢Ã¢â€š ¬Ã‚ ¦Everything the learner understands is authentic for him. 2.3 Applying authentic materials in extensive reading program 2.3.2 Applying authentic materials in extensive reading program Nuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as à ¢Ã¢â€š ¬Ã‚ ¦real life texts, not written for pedagogic purposes Wallace (1992) They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authentic environment. 2.3.3 Post-reading activities Post reading activities provide students a good chance to review, summarize, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to consolidate or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage: discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial; doing tasks on the language or the structure of the text, summarizing the text either orally or in writing. Jordan (1997:143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its potential for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may be Asking students to do the close exercises which relates the text to individual personal details Asking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to express their ideas in their own of words. Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress. Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant. Asking students to play a role so as to persuade audients to involve in the activities. It is an important stage which assists students in linking up what they have read with their background knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception. 2.4 Motivation So far, the role of motivation in second language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language. 2.4.1 Definition of motivation Crookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ottà ³ (1998) assert that motivation energizes human being and provides direction. Brown (2000: 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be summarized as: (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity. 2.4.2 Factors effecting motivation According to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning. Attitude Belief about your self Goals Involvement Environmental support Personal attributes Based on our discussion with colleagues, we learn that these factors are interrelated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased. CHAPTER III METHODOLOGY 3.1 Kind of research In order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to investigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research. 3.2 Participants 3.2.1 The researcher The researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years 3.2.2 The selection of the subjects Fifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are both males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment. Data collection instruments The experiments were carried out in two classes, which are called target group and control group. The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplement The control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks programmer with three teaching hours of forty-five minutes each. The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to analyze the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading proficiency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test. The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill as Guessing vocabulary from the context Matching a word with its appropriate definition Comprehension Multichoice The test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people. The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher. Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research. Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected; the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach. The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud

The Lady of Shalott and The Lady in the Looking Glass :: Lady of Shalott Essays

The Lady of Shalott and The Lady in the Looking Glass Alfred, Lord Tennyson wrote "The Lady of Shalott" around 1830, during what is known as the Victorian Age. Virginia Woolf published "The Lady in the Looking Glass: A Reflection" in 1929, during what is referred to as the Modernist Age. These works of art both deal with women who have important relationships with mirrors. The light in these stories has a great and different effect and meaning for each of these women. The importance and meaning of light are contrasted in these two tales, representing a change in writer's attitudes toward light portrayal. In Tennyson's poem, the woman known as The Lady of Shalott, has been placed in a tower and told if she ever looks directly onto Camelot, she will be cursed. "A curse is on her if she stay / To look down to Camelot"(lines 40-41). She relies upon a mirror to reflect to her what happens outside her tower. Light is very important to her, as without the light there can be no reflections. It is through the use of this mirror that she glimpses Lancelot riding by, in the sunlight, "His broad clear brow in sunlight glow'd;"(line 100). She falls in love with him, and watches him ride away causing her eye to wander from the mirror to the road and on to Camelot. The light, which beforehand had allowed her glimpses of the world, is her undoing and the curse is upon her. Up until the point when the Lady decided to look toward Camelot, the light had been a positive aspect in her life. The light was most often friendly for The Lady of Shalott, but it does not prove to be friendly to Isabella Tyson, the main character in Woolf's "The Lady in the Looking-Glass: A Reflection." After returning from the garden, "At once the looking-glass began to pour over her a light that seemed to fix her; that seemed like some acid to bite off the unessential and superficial and to leave only the truth"(2456).

Global economic development Essay

Evaluation of Gwlad’s position within the global economic environment Swot analysis (Hewings, 1995) Strengths – Gwlad as a country should focus on its administrative strength in the public sector. This would allow the country to delivery better services to the public in terms of quick processing of documentary and information needed by the citizens. Secondly, the country has seems to be one of the states in Western Europe which has highest number of population with diverse cultural activities. The Gwlad country’s population diverse cultural work attracts a number of tourists. Weakness- the country offers low level services. It also shows that it has low manufacturing productions. In the overall results, the country has not developed to high production scale hence there is relatively low gross domestic productivity per head. Threats-the fact that the country has no ties with the other neighboring countries is vulnerable to incur high import and exports taxes. Other threats that may exits are those associated with shortages of vital good which are not produced locally. Opportunities- the country being in the region of Western Europe is most likely to be having advanced technology. This means that the wealthy in technology based activity can be worked to increase both the level of manufacturing as well as GDP per head within the country. Suggested policies to follow (Trogen, 1999) Technological policy- the group needs to utilize this policy in curbing the problem associated with the low productivity. In such a policy, the teams must emphasis both on innovation and invention work. Still many efforts should seek technical assistance from part of the globe where possible. Competition policy- in every kind of economic growth of region, amicable environment which allows competition is a must for spurring economic growth and development. This means that the local competition environment should be bestowed to all potential citizens in every particular sector of production. Apart from the local competitors, the policy should encompass other issues that would allow the external competition as part of initiating news ways of economic growth. activity2: yes! The issues that Dai has identified part of the main issues to look when deciding, marketing of Gwlad. It is clear that Dai has taken location, distance and labor as the main factors to consider in this marketing strategy. However, it should be known that security and resources available within the country plays important role in economic developments. Furthermore, the means of communicating available and the accessibility of they location goes hand in hand in determining the attraction external investors to come and invest in a particulars region. Overall, it would be very important to first consider the costs involved in the marketing of the Gwlad to the external world. While business activities are diverse, they entail a lot of interwoven interaction of many sectors. Any decision made within the government directly and indirectly affects the performance of the business. This form the fundamental issues as the governance procedure are final on business prosperity or failure. Hence, incentives and subsidiaries that are offered by the government in Gwlad perhaps would make the citizens and the foreigners’ interest to invest much aroused. Politics and policies enacted in the Gwlad also have enormous impact to business. Services and the rate at which they are available to interested business operators are also major part of marketing the state. This is because delay and bureaucracies in service and information acquisition are both derailing factors in business operations. Activity 3- (Meier, 2004): (I)-no! I do not agree that technological advances are the only key factors to economic development. There are other issues which are also of great importance. This is because economic development focuses on three or more area in its development. One of the focuses is the government policies. In such a field, economist examines issues which are concerned with price stabilities, employment and taxation as well as the policies set to have sustainable growth. as the economic development protocols are integrations of several factors, government operates on many areas which are directly in connection with economic development such monetary policies, trade transaction and taxation policies together with regulation pertaining to financial institutions. The second major area determining the economic development of a place or region is the manner in which policies dealing with services and infrastructures are set. These include highways, housing, security and still parks. Thirdly and the final section in which economic developments is determined is directed to policies of job creation, retention and expansion, technology transfers and marketing as well as neighborhood development. In such consideration, it is vivid that the economic development is not achieved only through technology advancement. Certain factors are physical factors which are needed for the operations of certain economical activities. Other factors are human based availabilities like policy making that affects the economic growth of an area. For instance, trade restriction may be major factor contributing to low rates of economic developments due to lack of competitive environments. Abolition o such trade restrictions create a better environment for potential foreign investors. Financial factors have been seen as prominent factors that enable economic developments as can be revealed in most developing and underdeveloped countries. Their economics developed rates are not associated with inadequate funding for projects based on economic development and projects on research work which brings about technical advances. Thus, human policy factors, financial status factors and technical factors are all attribute to economic development As from the above revelation, I do not agree the three sectors are the core that economic policy should concentrate in. Energy; environmental, telecommunication and ICT are not the core that can bring economic growth in a country without integrating changes in governance. Management of any organization/ institutions is vital. Thus the inclusion of effective management and services delivery would enhance proper utilization of the resources available in the three sectors which would lead to economic growth. Activity4-(Isard, 1985): analysis of inward investment attraction, domestic company development and combination strategies Inward investment Strengths- depending on the financial ability of the surrounding neighbor countries, this form one of the greatest strong hold in which the foreigners can capitalized in. this means that they would be able to provided financial services and their products. Weakness- the fact that the country has got no ties in trade transactions such as free trades areas with the neighboring states, many inwards investments are likely to be heavily taxed and barred in their operations. Generally, unfair treatment to the inward investors is likely to cause low rate of investment. Opportunities- the fact that most neighbors have advanced technology and also they are able to having greater GDP than the Gwlad, it means that the inwards investment would be able to replicate similar productivity phenomenon making trading a competitive issue in the country. This means that the inward investors would enjoy the advantages of large scale production (Pleeter,1990) Threats- following the inwards investors interacting with the locals, there is that possible of technology transfer which the local would gain an advantage of learning the new techniques and therefore begin producing local products that would halt the utilization of the investors’s products Domestic company development: strength- the country seems to be lagging behind in all the areas. This implies it has very limited strengths on which it can take an advantage over its neighbors. (Peterson, 2001) Weakness- the country is portrayed to lag behind in general productivity which implies that their is low trade activities in the regions Opportunities- the country having a score of learned individuals within its boundaries can be utilized both in the management level to bring technology to its required standards enhancing production which is a core to level of trade activities in country. Threats- the domestic company development are likely to be threaten when the country goes to inwards investment. The inward investors being more competitive than the domestic companies would render the local companies uncompetitive in terms of quality of products, price and in marketing strategies. For the above consideration of the analysis, I would choose the combined strategy the main reason for choosing this particular mode is because, with proper policy formulation and enactment for both internal and external investor companies, there are high chances of mutual benefits. Technology advancement, financial investment availability leading to higher production of the products would enhance the general growth of the economy of the country. Activity 5:- (Bulmer-Thomas, 1992, Leistritz, 1991): the GDEAD’s members are supposed to come up with policies which would enable low cost in the supply chains. These policies includes:- The policy of strategic vision and concrete actions in cooperating in the supply of the material and the distribution of the products to all parts on the country Reduction of taxes in the products produced locally the investors Development of local infrastructures that will enhance logistics from one area to another Recruitment and training of human resources to enable smooth distribution of the products Policies to enable persuasion of U. S multinationals in financing, marketing and R&D in Gwlad The GDEAD must come with policy that allows globalization of market in Gwlad The team should use merger systems of the a few industries so that they begin venturing in to the same market in which the multinationals are operating to break monopoly of the U. S automotive companies. The team should advocate for new methods of technology in information and communication to enhance global advertising both from local and multinational companies. Activity 6:- (Dewhurst, 1991) Pros of the EU are that the EU members have several methods in which its negotiations and terms are based. First, the EU group has strong negotiating power than any other union. This means that the pooling together of efforts in the negotiating process makes the members to have great influence in international trade. Its members are said to be first in the leading in foreign direct investment. The united stated are depicted as the second while they remain the first for foreign investment. While the EU operations are undertaken within the 130 countries, it commands a relative open economy that accounts over 14% of the international trade of its gross domestic products. In comparison with the United States gross domestic products, it commands of 12%. It implies that the EU association with the Gwlads is of more advantageous than joining any other of the above state. (Bull, 1995) I would make arrangements of integration type in joining EU for the Gwlad. This because the EU integration would protect the local first and then from the integration the other collaborating states would have an influence in Gwlad in political, security, technology and other areas in which economic issues are connected. He Gwlad would be changed in its institutions through the established rules and regulations of the EU integration that sets the culture and philosophical basis of government as well as other authoritative bodies which could change economic Institutions. However, free trade would definitely bring in unfair competitions to the locals industries and communities leading to the poorly performing ones. (Dewhurst, 1991) Activity7:- (Grady, 1989) The clusters economic development established in this region is not of best nature. Locating an economic zone far 100km from each other is like creation of monopoly of the various institutions established. Secondly, the interaction of the various institutions when they are far from one and yet they are no quicker means of communication implies less information transfers/ ineffectiveness or delay actions would be frequent. This implies especial in the health, bioscience, financial services/ products and professional services. Similar disadvantages would exist in creative, automotive and aerospace zone. However, the distance would be of advantage to automotive and aerospace in advancing the technological world as this would be determined by increased needs to travel from one zone to another. In organizing the above sectors, I will use different policy as they all differ in the application of creating and reduction economic growth. While the bioscience and the health sectors are there for the purpose of ensuring fitness of the community, the automotives and aerospace are established for saving time in production. Thus health and bioscience would policies towards health facilities and proper nutrition while the latter two would venture policy on technology of speedy safer means. Activity8:- (Grady, 1989, Brace, 1993) Costs and benefits of meeting the demands of the aerospace industry The costs of the meeting the demands of the aerospace industry involves the productions costs. This would require importation of new materials for the manufacture of the aerospace device. Second is the maintenance cost, which will be cut through the use of the correct quality materials. Thirdly is the training cost which will be an essence in having potential skilled human resources and engineers who work on the technological manufacture of the aero plane as well As maintaining them. Finally, the country would have to invest in R &D that would enhance development of modern aerospace using the most advanced technologies than any other competing companies Suggested policy to GDEAD: (Hunter, 1999, Walsh, 1996) The GDEAD should come u p with a policy for which given the current financial situation, it would be able to meet the same demands, but through institution establishment and collaboration with the industry, it would support them in the research work. Reference: Brace, P. (1993). State government and economic performance: Johns Bull, A. (1995): The economics of travel and tourism: Longman. Bulmer-Thomas, V. (1992): Input-output analysis in developing countries: Wiley Dewhurst, J. (1991): Regional input-output modeling / new development and interpretation: Avebury Grady, D. (1989): Governors and economic development policy: vol. 17, pp 870-84 Hewings, G. (1995): Regional input-output analysis, Beverly Hills: Sage Publications Hopkins University Press Hunter, K. (1999): Interest groups and state economic development policies: Praeger Publishers Isard, W. (1985): Introduction to regional science: Prentice Hall. Leistritz, F. (1991): The socioeconomic impact of resource development: Westview Press. Meier, G. (2004): Leading issues in economic development. Oxford Peterson, W. (2001): technology, planning, and Development: Oxford University Press. Pleeter, Saul (1990). Economic impact analysis: Boston: Maritinus Nijhoff Publishing Trogen, P. (1999): Which economic development policies work: retrieved from http:// University Press Walsh, R. (1996): Recreation economic decisions: Venture Publishing, Inc www. spaef. com, on 1st December 2008

Where Have You Been?Where Are You Going By Joyce Oates

1. Examine the plot of your essay. Explain the basis of reasoning. The story begins by portraying Connie’s character. She is rebellious, self-centered, romantic, seductive, but lacks experience. Her life was portrayed as a girl whose only confidence was rooted from her charm and beauty. Her normal life circles around facing the mirror and making herself beautiful, being scolded by her mother, being compared to his sister, a father who don’t took time for her, and hanging out with her best friend. She loves to watch movies and listening to music. She meets boys but the story did not clearly portray of her having a boyfriend. That was once the constant life she had, then one day everything has changed. A stranger came in to their house when she was left alone. The stranger uttered promising words about escaping the cruelties she had at home and discovering the world where she could do everything she desires. She was fighting at deep inside at first. In the end she turned out to become a victim of a demonic character who seduced and threatened her through her weakness. . Explain the theme and historical content of the article The theme of the story tackles on abuses on women’s rights. The story also portrayed most problems associated with young ages like being unable to speak freely, and the lack of experience as a basis of making logical judgment. The historical content is closely associated with Women’s Movement. It was also based on a story about a psychopath on his early thirties known as â€Å"The Pied Piper of Tucson. † He loves to seduce women and then murder them. Most of her victims were teenagers in the Tucson area, for some reason they kept his secret, deliberately did not inform parents or police. Oates has been very particular in devoting some of her writings for supporting Women’s Movement. This is the response of many crusaders to rampant cases of abuses and violence – physically, emotionally, sexually against women in the past years. It was intensified in the year 1960s and early 70s and has become subjects of many debates and literature writings concerning giving equal rights and opportunities for men and women. The movement is fighting for giving women equal employment opportunities with men, freedom to speak for themselves, and balance of power in handling their relationships with families. Most of her writings were fictional portrayals of real situations and cases occurring between sexes being women as the subject of violence. Critics believed that Oates occupies a controversial position in tradition of feminist literature. She portrays most of her female characters as fearful, reliant and passive – for instance, Connie was portrayed as a young girl who has lived in the shadow of her mother’s improper upbringing. She was always scolded by her mother and being compared to his older sister in her habitual characters and actions which her mother emphasized as indecent. That kind of situation was very miserable that she’d wished she’d died as a way of departing from it. She lives in fear and was unable to overcome it. Being portrayed as young at age clearly shows women’s weakness that had turned them submissive and disregarded in most cases. Her mother as supreme over her portrays her position that is always searching to be heard. Being a victim of emotional abuse she ended up thinking of what is life outside her away from the family she hated. The whole story itself shows women as powerless against abusers. The story ended has a hanging ending, although she has escaped the cruelties at home but ends up at another abuser’s hands. While most critics have negative perceptions of her ideas about dependency of women, there are still who have defended the feminist sense in her writings. In fact, in her later works she was able to portray power of female bonds and their journey towards self discovery. 3. Offer support or criticism to the essay of your own thought. Offer support (at least TWO references). The story calls for awakening. We should not abuse every authority we have because our actions have direct effects on people around us either physically or mentally. It has rooted deep influence on its readers that it has become one of the most widely reprinted stories that have appeared on many short story compilations. In 1972, Walter Sullivan noted the story as â€Å"one of her most widely reprinted stories and justly so. † Awakening is, in the story's final lines, moving out into the sunlight where Arnold Friend waits: â€Å"My sweet little blue-eyed girl,† he said in a half-sung sigh that had nothing to do with [Connie's] brown eyes but was taken up just the same by the vast sunlit reaches of the land behind him and on all sides of him—so much land that Connie had never seen before and did not recognize except to know that she was going to it. http://www. usfca. edu/~southerr/works/film/smoothtalk. html). For Connie, it was an awakening of what is life out of home? And what is life in the real world. When treated on our present society, there are lots of individuals who became members of cruelties by those who consider themselves powerful and strong. The wise have fooled many people by their promising words and threatening. Just like how Arnold’s friend uttered promis ing words and threatening to force Connie to go with her. All throughout the story, there lines were temptations have succeeded over Connie. She never listen to her mom, but instead rebel inside and wished she and her mom would better die. Her young mind’s desire of having fun, and her ignorant desire for romance, and be able to grow old for her to escape from being tightened have exposed her to the world of the more experienced individuals. That is how Arnold’s friend met her and have started to desire for her young and desirable charm and beauty. It happens in real life; teenagers became victims of rape cases, involved in addictive vices, and do unlawful actions. The ethos of her writing was showed using real life figures: a mother, a sister, a friend, and the seducing old friend. Oates portrayed that everything that happens in our life has direct connection with the people around us. What we do and what they do have vice-versa effects on one another. The Logos of her writing was showed by presenting the demonic old friends method of seducing Connie in a logical way. He spoke of anything that Connie desired and feared that led Connie to surrender in the end. The Pathos of her writing was showed by using thrilling situations like the scene where Connie was left alone in the house and then Arnold’s friend suddenly came to threat and seduce him. Connie has appeared pitiful and powerless compared to the older stranger’s actions.